Paraeducators are often utilized in physical education environments to assist instructors as well as students with disabilities; however, there is little research on the utilization of these professionals within this specific setting. The purpose of this study was to explore paraeducators’ roles and competencies in physical education from both the perspectives of paraeducators and physical educators. This study was conducted with physical educators and paraeducators from the state of Wisconsin acting as participants and completing a contentvalidated survey on the various roles paraeducators typically assume when assisting in physical education classes. Data were analyzed using descriptive statistics and t tests to identify if differences between physical educators and paraeducators existed. Results indicated three key findings: (1) There was a significant difference in the perception of role clarity of paraeducators between participant groups; (2) There was a significant difference in the perception of role ability of paraeducators between the participant groups; and (3) There was not a significant difference between groups in terms of the training needs of paraeducators specific to physical education. Using the results of this study, physical educators and paraeducators can work together to provide the best learning environment possible within physical education for students with disabilities as well as the working environment for both physical educators and paraeducators.